Silent Reading in Russian Primary Schoolchildren: an Eye Tracking Study
Keywords:
silent reading, eye movements, children, length effect, frequency effect, neuropsychology
Abstract
The study investigates silent reading in the Russian language during the early stages of acquiring this skill by employing the method of eye tracking. For this purpose we developed the corpus consisting of 30 sentences with target words with controlled length and frequency. Second grade pupils (n = 37; average age is 8.6 ± 0.33 years old) participated in the study. In addition to reading tasks, all the children passed neuropsychological assessment, adapted for 6-9 years olds. The analysis of eye movements was carried out in comparison with a similar study conducted in the German language (Tiffin-Richards & Schroeder, 2015). Results show that during reading Russian children made more single fixations and skips than German children. However effects of frequency and length were similar in the both languages. Based on neuropsychological scores we distinguished three groups of children: (1) with the weakness of visual and visual-spatial information processing, (2) with the weakness of kinesthetic and auditory information processing and (3) without these weaknesses. The comparison of eye tracking indices for the three groups showed that children with low scores on visual and visual-spatial processing generated more and longer fixations than the children of the two other groups. The obtained data do not contradict the dual route models of word recognition, but require for their specification new researches.
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References
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23. Rayner, K., Slattery, T. J., Drieghe, D., & Liversedge, S. P. (2011). Eye movements and word skipping during reading: Effects of word length and predictability. Journal of Experimental Psychology: Human Perception and Performance, 37(2), 514-528.
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25. Shaywitz, S. E., & Shaywitz, B. A. (2005). Dyslexia (specific reading disability). Biological Psychiatry, 57(11), 1301-1309.
26. Starr, M. S., & Rayner, K. (2001). Eye movements during reading: some current controversies. Trends in Cognitive Sciences, 5(4), 156-163.
27. Temple, C. M. (1997). Developmental cognitive neuropsychology. Hove, UK: Psychology Press.
28. Tiffin-Richards, S. P., & Schroeder, S. (2015). Word length and frequency effects on children’s eye movements during silent reading. Vision Research, 113, 33-43.
29. Vellutino, F. R., Fletcher, J. M., Snowling, M. J., & Scanlon, D. M. (2004). Specific reading disability (dyslexia): what have we learned in the past four decades?Journal of Child Psychology and Psychiatry, 45(1), 2-40.
30. Vergilino, D., & Beauvillain, C. (2000). The planning of refixation saccades in reading. Vision Research, 40(25), 3527-3538.
31. Vidyasagar, T. R., & Pammer, K. (2010). Dyslexia: a deficit in visuo-spatial attention, not in phonological processing. Trends in Cognitive Sciences, 14(2), 57-63.
32. Winskel, H., Radach, R., & Luksaneeyanawin, S. (2009). Eye movements when reading spaced and unspaced Thai and English: A comparison of Thai-English bilinguals and English monolinguals. Journal of Memory and Language, 61(3), 339-351.
2. Akhutina, T., Korneev, A., Matveeva, E., Romanova, A., Agris, A., Polonskaya N., … Kuzeva, O. (2016). Methods of the neuropsychological assessment in children. In T. V. Akhutina (Ed.), Metody neiropsikhologicheskogo obsledovaniya detei 6-9 let [Neuropsychological diagnostics in 6-9 years old children] (pp. 16-171). Moscow: V. Sekachev.
3. Blythe, H. I. (2014). Developmental changes in eye movements and visual information encoding associated with learning to read. Current Directions in Psychological Science, 23(3), 201-207.
4. Clifton, C., Ferreira, F., Henderson, J. M., Inhoff, A. W., Liversedge, S. P., Reichle, E. D., & Schotter, E. R. (2016). Eye movements in reading and information processing: Keith Rayner’s 40year legacy. Journal of Memory and Language, 86, 1-19.
5. Coltheart, M. (1978). Lexical access in simple reading tasks. In G. Underwood (Ed.), Strategies of information processing(pp. 151-216). London: Academic Press.
6. Coltheart, M., Curtis, B., Atkins, P., & Haller, M. (1993). Models of reading aloud: Dual-route and parallel-distributed-processing approaches. Psychological Review, 100(4), 589-608.
7. Facoetti, A., Trussardi, A. N., Ruffino, M., Lorusso, M. L., Cattaneo, C., Galli, R., ... Zorzi, M. (2010). Multisensory spatial attention deficits are predictive of phonological decoding skills in developmental dyslexia. Journal of Cognitive Neuroscience, 22(5), 1011-1025.
8. Fernández, G., Shalom, D. E., Kliegl, R., & Sigman, M. (2014). Eye movements during reading proverbs and regular sentences: the incoming word predictability effect. Language, Cognition and Neuroscience, 29(3), 260-273.
9. Frey, A. (2016). Eye movements in children during reading: a review. In Actes du Symposium international sur la litéracie à l’école/International Symposium for Educational Literacy (SILE/ISEL),
10. Jouvence, Québec, Canada, août 2015. (pp. 69-90). Sherbrooke: Les Éditions de l’Université de Sherbrooke (ÉDUS). (in French)
11. Hujanen, J. H. H. (1997). Effects of case marking and word order on sentence parsing in Finnish: An eye fixation analysis. The Quarterly Journal of Experimental Psychology: Section A, 50(4), 841-858.
12. Inshakova, O. B. (2008). Introduction. In O. B. Inshakova (Ed.), Narusheniya pis’ma i chteniya: teoreticheskiy i eksperimental’nyy analiz [Impairment of writing and reading: theoretical and experimental analysis] (pp. 3-4). Moscow: V. Sekachev.
13. Joseph, H. S., Nation, K., & Liversedge, S. P. (2013). Using eye movements to investigate word frequency effects in children’s sentence reading. School Psychology Review, 42(2), 207-222.
14. Kliegl, R., Grabner, E., Rolfs, M., & Engbert, R. (2004). Length, frequency, and predictability effects of words on eye movements in reading. European Journal of Cognitive Psychology, 16(1-2), 262-284.
15. Kliegl, R., Nuthmann, A., & Engbert, R. (2006). Tracking the mind during reading: the influence of past, present, and future words on fixation durations. Journal of Experimental Psychology: General, 135(1), 12-35
16. Kuzovkova, T. N. (2008). The acquisition of the reading skill on the early stages of the skill formation. In O. B. Inshakova (Ed.), Narusheniya pis’ma i chteniya: teoreticheskiy i eksperimental’nyy analiz [Impairment of writing and reading: theoretical and experimental analysis] (pp. 75-82). Moscow: V. Sekachev.
17. Laurinavichyute, A., Sekerina, I., Bagdasaryan, A., Alekseeva, S., & Zmanovsky, N. (2016). Russian corpus of sentences: psycholinguistic parameters of eye movements during reading in Russian. In The Seventh International Conference on Cognitive Science: Abstracts. June 20-24, 2016, Svetlogorsk, Russia (pp. 694-696). Moscow: Institute of Psychology of Russian Academy of Sciences.
18. Marshall, J. C., & Newcombe, F. (1973). Patterns of paralexia: A psycholinguistic approach. Journal of Psycholinguistic Research, 2(3), 175-199.
19. Radach, R., Inhoff, A., & Heller, D. (2004). Orthographic regularity gradually modulates saccade amplitudes in reading. European Journal of Cognitive Psychology, 16(1-2), 27-51.
20. Rau, A. K., Moeller, K., & Landerl, K. (2014). The transition from sublexical to lexical processing in a consistent orthography: An eye-tracking study. Scientific Studies of Reading, 18(3), 224-233.
21. Rau, A. K., Moll, K., Moeller, K., Huber, S., Snowling, M. J., & Landerl, K. (2016). Same same, but different: Word and sentence reading in German and English. Scientific Studies of Reading, 20(3), 203-219.
22. Rayner, K., Cook, A. E., Juhasz, B. J., & Frazier, L. (2006). Immediate disambiguation of lexically ambiguous words during reading: Evidence from eye movements. British Journal of Psychology, 97(4), 467-482.
23. Rayner, K., Slattery, T. J., Drieghe, D., & Liversedge, S. P. (2011). Eye movements and word skipping during reading: Effects of word length and predictability. Journal of Experimental Psychology: Human Perception and Performance, 37(2), 514-528.
24. Schroeder, S., Würzner, K. M., Heister, J., Geyken, A., & Kliegl, R. (2015). childLex: A lexical database of German read by children. Behavior Research Methods, 47(4), 1085-1094.
25. Shaywitz, S. E., & Shaywitz, B. A. (2005). Dyslexia (specific reading disability). Biological Psychiatry, 57(11), 1301-1309.
26. Starr, M. S., & Rayner, K. (2001). Eye movements during reading: some current controversies. Trends in Cognitive Sciences, 5(4), 156-163.
27. Temple, C. M. (1997). Developmental cognitive neuropsychology. Hove, UK: Psychology Press.
28. Tiffin-Richards, S. P., & Schroeder, S. (2015). Word length and frequency effects on children’s eye movements during silent reading. Vision Research, 113, 33-43.
29. Vellutino, F. R., Fletcher, J. M., Snowling, M. J., & Scanlon, D. M. (2004). Specific reading disability (dyslexia): what have we learned in the past four decades?Journal of Child Psychology and Psychiatry, 45(1), 2-40.
30. Vergilino, D., & Beauvillain, C. (2000). The planning of refixation saccades in reading. Vision Research, 40(25), 3527-3538.
31. Vidyasagar, T. R., & Pammer, K. (2010). Dyslexia: a deficit in visuo-spatial attention, not in phonological processing. Trends in Cognitive Sciences, 14(2), 57-63.
32. Winskel, H., Radach, R., & Luksaneeyanawin, S. (2009). Eye movements when reading spaced and unspaced Thai and English: A comparison of Thai-English bilinguals and English monolinguals. Journal of Memory and Language, 61(3), 339-351.
Published
2018-11-06
How to Cite
КорнеевА. А., МатвееваЕ. Ю., & АхутинаТ. В. (2018). Silent Reading in Russian Primary Schoolchildren: an Eye Tracking Study. Psychology. Journal of the Higher School of Economics, 14(2), 219-235. https://doi.org/10.17323/1813-8918-2017-2-219-235
Issue
Section
Current Studies in Cognitive Development: Social Learning, Communication
